Course Policies
David Matthews | Wednesday, August 18, 2010 at 7:48AM | Print Article | Email Article | Share Article Course Description:
Non-residential studio problems of advanced complexity. Integrates and extends previous experiences utilizing systematic design methodologies.
Contact Hour Distribution: 6-hour studio.
(RE) Prerequisite(s): 372 and 420.
(DE) Prerequisite(s): 460.
Course Introduction:
“The school is an environment that uses space, light, texture, and color to encourage creative and explorative learning. We are trying to design the school that we wanted to attend when we were kids.” Ross Barney + Jankowski
“A new school should be a generative moment…the start of something fresh and invigorating and empowering for the entire community.” Mack Scogin Merrill Elam
This course will explore the design of a progressive educational environment located in Finland for children between the ages of 6-12.
Objectives
1. To research and design educational facilities as a project type within Interior Design
2. To focus specifically at the interior scale, including issues of function, human behavioral response, universal design, sustainability, furniture and finishes, color, lighting, etc.
3. To investigate current educational theory and to understand the critical connection between this research and the execution of the design.
4. To emphasize the value of collaborative work and to reinforce teaming skills.
5. To explore and strengthen digital design and communication skills.
6. To stress the importance of challenging the problem, through research and program definition.
7. To continually assess the studio experience itself in regards to student research on good educational practices.
8. To strengthen graphic and oral communication skills.
Course Competencies and Outcomes:
Development and implementation of individual digital project portfolio
Implementation of applied research as related to curricular theory, sustainability, expanded populations, and universal design
Creation, development, and implementation of programming and diagram documents to support the interior design of a school
Engagement in a process oriented creative exploration. Processes of ideation, invention, and specification of interior components and systems results in a tangible, buildable, school design.
Formal client oriented presentation of project.
Attendance:
Attendance of the course is required. You are allowed four (4) absences during class periods; more than four absences will result in a failing grade in the course. All students must attend all scheduled final review sessions.
No designation is made between excused and unexcused absences. You are only allowed to be absent from four class periods for any reason.
To meet attendance policies students must:
- Show up for class on time.
- Be engaged in scheduled class activities for the entire class period.
- Stay in class for the entire period.
- If a student needs to complete class activities in a remote location they must notify the instructor prior to leaving class.
- The instructor will provide an attendance sheet each class period. It is the responsibility of the student to sign the attendance sheet on the day attendance is taken. An unsigned attendance sheet, for any reason, constitutes an absence.
If a student does not meet the above policies they will be counted absent.
It is the discretion of the instructor to allow students to make up work or have extended due dates due for an absence of any reason. Only missed days due to illness or emergency in the immediate family will be considered for project extension and make up. Students must be prepared to provide evidence to the reason of the absence if they desire to have extended due dates or to make up work.
It is the sole responsibility of the student to meet deadlines, acquire assignments, gather class notes, or find similar information due to an absence of any reason.
In the unusual circumstance of the instructor not being present at the beginning of the class period students are to use the time in class as a work period. Another faculty member may be contacted to take attendance.
Academic Integrity:
You are strongly advised to review the University of Tennessee’s policies on dishonest scholastic work. These policies place full responsibility on the student for the content and integrity of all work submitted. The issue of integrity is a priority in the Interior Design program and is a matter that is the basis of the ethical standards of the design profession. All University of Tennessee policies and procedures for academic integrity are in full implementation within this course.
http://dos.utk.edu/hilltopics/
Studio Culture:
This course strives to be in accordance with the College of Architecture and Design studio culture policy. It is up to each student to review the policy and adhere to the spirit and intent.
http://www.arch.utk.edu/Resources/studioculturepolicy.html
Communication:
Students are expected to check their University of Tennessee email account each day for class announcement. Project alterations, change of dates, and other information that may impact your evaluation and overall course grade may be impacted by not checking your email. All email communications will only be sent via the Tmail system. Email not received due to maintaining your email account are not excused.
The instructor maintains a website for this course located at matthej3.squarespace.com. You are to check the website each day for announcements and other course developments. You are required to subscribe to the course RSS feed.
You may contact the instructor outside of class via text messaging at 740-331-2428. If you need to speak by phone at this number text a message for a return call.
Please contact the instructor to discus any concerns, thoughts, or issues you have about the course.
Work Load:
This is a studio course, you will demonstrate knowledge, creative and independent thinking through the creation of digital prototypes and written statements. This is a project based course; you will not be given examinations. Design is a profession that is based in the concept of practice. Expect to learn from your mistakes. (Refinement or learning to improve your work through improving on mistakes is central to creating acceptable design proposals.) To reach a level of excellence associated with a grade of "A" you will be expected to illustrate how you improve your design by learning from trial and error. Both successes and failures must be demonstrated to the instructor(s). As a general rule, at minimum, you can expect to spend 2-2 times the time outside of the classroom as you do during class sessions.
Evaluation:
1. Projects will only be evaluated if all criteria are completed in full and are submitted by the due date.
2. Design and learning are non-linear activities and evaluations will reflect the non-linear process. An evaluation is not a grade. Evaluations are to provide useful feedback to aid in effectively learning the subject matter. Students will be provided evaluative comments in the form of verbal desk critiques, verbal formal critiques, and written evaluation forms. It is the responsibility of the student to proactively engage the evaluation process. If at any time a student requires an evaluation or comments concerning their project, they are to ask the instructor during class time or during office hours. The instructor(s) also reserves the right to allow students to work independently and discover answers or ideas for themselves. It is the desire of the instructor(s) to develop and cultivate strong critical and independent thinking skills.
Learning is a delicate balance of discovery and disseminated knowledge. There will be times the instructor(s) will refrain from answering questions directly so students will have the opportunity to discover and learn independently. Refraining from answering a question or redirecting students to find answers on their own is typically an indication that the instructor is confident that the student possesses the ability to solve the issues themselves and feels that it is important for the student to learn though experimentation, research, or other self-initiated means.
3. Much of design education is based on the ability of the student to initiate proactively critical dialogue concerning their design work. The student should first create a tangible design idea in the form of a drawing, model, sketch or written statement. Then the student initiates a discussion with the instructor and peers to test and critically evaluate issues inherent within the work. It is the responsibility of the student on a daily basis to complete the following tasks:
It is the sole responsibility of the student to:
Proactively seek critical input and discussion of projects with the instructor and peers.
Create tangible design ideas that are represented in drawings, models, sketches, digital images or written statements.
Respond to requests by instructors that are beyond items in the project handouts and written requirements. Specific or individualized verbal requests made by instructors to be completed.
Be ready with questions to assist in generating a discussion with the instructor based on design work represented in drawings, models, sketches, digital images or written statements.
The instructor will only meet with students in class that are prepared with a substantial amount of new work and are interested in engaging in critical and intellectual discussions concerning their design projects.
The instructor will only meet with students in class that are prepared with a substantial amount of new work and are interested in engaging in critical and intellectual discussions concerning their design projects.
It is the instructor’s responsibility to provide the following:
Recognize and engage student’s personal learning strengths weaknesses. Assist in improving areas of learning weakness and continue to develop strengths.
Provide support as a facilitator of learning by giving direction and critical evaluation of student design proposals and written statements.
Upon initiation of the student, provide critical consultation on project proposals and written assignments.
Upon initiation of the student, provide useful and meaningful feedback to student questions and comments. (Remember a question may be answered directly or result in a question by the instructor(s). It is the responsibility of the student seeking the answer(s) to questions asked by instructors as homework assignments.)
Students in this course will be critically evaluated on the following criteria:
A. Communication and Clarity: The ability to communicate ideas and concepts to others with clarity. This includes, but not limited to, written, verbal, and visual communication skills. Does your work clearly represent your ideas and or thoughts? How do others perceive and understand your ideas? How did the designer listen and implement critical review from peers and the instructor?
B. Craft: The ability to create images, models and projects with skill, practice and attention to detail. This includes, but is not limited to, craft in written, verbal, and visual communication skills. How does the selection and manipulation of media relate to the creation and outcome of the project/piece(s)? Does the designer engage in experimentation, development, and refinement with media used to express design ideas? How did the selection of media/materials influence the design?
C. Process: The ability to engage and express ideas and methods of design over time. Projects should reflect ideas that are transformed, developed, and clearly display change over time--demonstration of active experimentation, trial and error, mistakes, and refinements. Presentation of multiple ideas, scenarios, and or alternative concepts. Documentation of decision making in the creation of design proposals.
Process includes, but is not limited to, breadth and depth of design investigations. Breadth is the ability to robustly investigate alternate points of view or multiple approaches to design. Depth is the ability to demonstrate deep learning, refinement, and development of essential topics, processes, or ideas directly related to the project or assignment.
Students must show that they engaged the following process oriented concerns:
- · Economy
- · Aesthetic
- · Ergonomic
- · Ecological
D. Significance: Does the project/piece create meaning and or relationships to important and current cultural issues? Is there a fundamental seriousness to the design? Does the design present a sense of magnitude? How was important knowledge or research used in the design? (Michael Benidikt, For an Architecture of Reality, 1987)
E. Innovation/Creativity: Does the work demonstrate ingenuity, originality, significant refinement, and/or creative processes and outcomes?
- · Invention
- · Selection
F. Presence: Does the project have the ability robustly sustain itself within the context of the of the course or opportunities of the design process? Does the design assert itself on its own terms? Does the design proposal have a tautness, attentiveness, assertiveness? (Michael Benidikt, For an Architecture of Reality, 1987)
G. Relevance: Does the work or piece have important relationships to the discipline of interior design, important cultural issues, or meaning to the users or occupants? How does the design proposal relate to non-interior architecture topics or fields of study?
H. Program Requirements: How did the designer engage and resolve program requirements? What is the relationship of people and the design? How do users occupy the space, touch materials, see light, hear sounds, and feel emotions? How are issues of human disabilities, special populations, cultures, safety, renewable/sustainable materials investigated and presented in the design proposal?
I. Synthesis: How do the above issues (significance, innovation, presence, relevance, craft...) interrelate? Are new proposals developed by combining design ideas? Do design ideas work independently or together?
J. Overall Quality of Product: Gestalt effect of completed project. Is the total experience of the project greater than the sum of the parts?
K. Other Considerations: Are there other considerations that should be taken into account that impacts the critical evaluation process?
5. Independent Thinking: Depth of creative thought is primary to the independent thinking evaluation. Independent thinking must be clearly demonstrated in all aspects of the course including, but not limited to, verbal participation in the classroom, design ideation, and design solution. Students must clearly demonstrate that they have the ability to go beyond requirements in the course or class activities as outlined by the instructor in meaningful and thoughtful methods.
6. Professional Attitude. Students are to express and articulate clearly their view toward the topics in this course in a method reflects the quality of a professional in the field of design or any other discipline at Ohio University. It is the ethical responsibility of the student to support the learning community in this course in a positive and constructive manner. Maintaining a positive learning community is parallel to expectations one will experience in supporting a positive work environment after graduation.
Professional attitude includes, but is not limited to, the ability to maintain and contribute to a positive learning environment, professional attitude towards classmates, guests, and the instructor. To receive a positive evaluation, professional attitude must be clearly demonstrated on a consistent and daily basis. Do not take this portion of the course for granted--you are expected to demonstrate professional maturation processes within the course. The ability to receive and give critical feedback, respond to challenging situations with a positive attitude, and support an excellent working studio environment are all essential to receiving high marks in professional attitude evaluations.
7. Evaluations are not letter grades. Excellence cannot be summarized by an “A”. To emphasize deep development of intellectual evaluation processes, letter grades will only be provided via the University of Tennessee grade posting system at the end of the term. Evaluative feedback will be provided to students throughout the term in the based on the criteria listed above in the form of oral critiques during studio time and/or written evaluations. Grades for this class will not be given until the end of the term. It is the responsibility of the student to meet with the instructor if they require information on their academic status in the class. If any student is in doubt regarding their academic status, it is the student's responsibility to make an appointment to meet with the instructor during scheduled office hours.
Grading
Projects will only be graded, and or evaluated, if all criteria are completed in full and are submitted by the due date.
Course Projects and Assignments 50% of total grade (Group grade)
Final Design Presentation 25% of total grade (Group grade)
Independent Thinking and Professional Attitude 10% of total grade (Individual grade)
Group Evaluation 15% of total grade (Individual grade) You will be provide an evaluation form to complete after the final presentation regarding the participation and effectiveness of your team mates.
MAXmin Charrette – Required participation. One letter grade reduction in the course for non or ineffective participation.
Student Work – Grades will not be given to students that do not turn all work directly following final presentations. This includes copies of all digital work in the format and submission process outlined by the instructor and originals of material work such as material boards, models, drawings and prints. Not complying with the submission process will result in a grade of I (incomplete) that may be converted into an F if the submission process is not completed in a timely manner.
Professional Attitude and Independent thinking 10% of total grade (In some circumstances such as, but not limited to, students contributing to a negative educational experience for peers, may result in more than a 10% reduction in the final grade or withdrawal failing from the course.)
Grading Scale
All students will be graded in the context of a senior level design studio and in accordance with the student’s background knowledge and prerequisite coursework. It should be clearly understood that evaluations and grades are made in this context. Further course work builds upon the knowledge and experiences of this course. Successful completion of projects and assignments are in the context of fourth year design student.
Final grades are given under the following guidelines:
(A) Excellent and superior academic work. A clear and thorough demonstration to the knowledge of the topics studied in the course as initiated by the student and presented by the instructor. The student must also clearly demonstrate the ability to critically apply knowledge, skills, processes and ideas studied in the course with independent thought and creative expression. Students must clearly demonstrate that they have the ability to go beyond requirements in the course or class activities as outlined by the instructor in meaningful and thoughtful methods.
(B) Above average, approaching excellence in academic work. A clear and thorough demonstration to the knowledge of the topics studied in the course. The student clearly demonstrates the ability to critically apply knowledge, skills, processes, and ideas studied in the course with limited implementation of independent thought and creative expression. The student may go beyond course requirements as outlined by the instructor, but may not have realized or demonstrated the full potential independent thinking and creative expression within the course or class activity.
(C) Average academic work. A clear understanding and knowledge of central topics, skills, processes and ideas studied in the course or class activity. The student sufficiently demonstrates the ability to critically apply knowledge, skills, processes, and ideas studied in the course Limited or misdirected independent thinking or effort to go beyond course requirements.
(D) Below average academic work. Minimal acceptable understanding and knowledge of central topics, skills, processes, and ideas studied in the course or class activity.
(F) Unacceptable academic work. Inability to demonstrate minimal understanding of central topics, skills, processes, and ideas studied in the course or class activity.
Materials, Supplies, and Textbooks
- · squarespace account
- · vimeo account
- · flickr account
- · Computer with Photoshop, Illustrator, 3-d modeling and animation application
- · Other resources as your project demands for proper creative and research exploration such as photocopies, paper and modeling supplies
- · printing of 5-7 36”X36 sheets per team
Digital Media Policy:
All electronic files created for course work in thins course are the responsibility of the student. Each student is to maintain back-up files for all work. Students are only to hand in copies of electronic files for course assignments.
Lost, damaged, or erased computer files will be considered incomplete work and may be evaluated as if the assignment or project was not completed.
You are to maintain a back-up copy of all course work on CD-R, CD-RW. You are strongly encouraged to make back-up copies of your work on a daily basis.
